Does Modality Matter? A Comparison of Aspiring Leaders' Learning Online and Face-to-Face

• In Event: 28.069 - Current Considerations in Leadership Preparation Programming

Abstract

Does modality matter? The purpose of this empirical case study is to determine whether the quality of learning differed between master’s cohorts of aspiring leaders (teachers) based on instruction delivered electronically and in-person. Cognitive performances in a Curriculum Leadership course were compared. Research questions were: Did learning vary between groups (online and face-to-face cohorts) completing the course? Did the students’ cognitive learning capacity for making meaning change from one environment to the next? Eight data sources (documents) were reflection papers (four); authentic performance activity; curriculum audit paper; lead facilitation and summary, and a student satisfaction survey. A strong cognitive orientation favoring equity and socially just schooling was revealed. Without noticeable variance between groups, the synchronous computer-based interface proved equally effective.

Author

• Carol A. Mullen, Virginia Polytechnic Institute and State University